Analysis of the studies on e-learning acceptance of learners in the middle east and the proposal of an extended technology acceptance model

Baki, Rahmi; Birgören, Burak

Analysis of the studies on e-learning acceptance of learners in the middle east and the proposal of an extended technology acceptance model

dc.authorid	0000-0003-0981-5006
dc.authorid	0000-0001-9045-6092
dc.contributor.author	Baki, Rahmi
dc.contributor.author	Birgören, Burak
dc.date.accessioned	2021-02-17T10:36:13Z
dc.date.available	2021-02-17T10:36:13Z
dc.date.issued	2020
dc.department	İktisadi ve İdari Bilimler Fakültesi
dc.description.abstract	E-learning applications can result in various expectations, attitudes and needs based on the users’ geographical regions and cultural roots, therefore, design of e-learning systems by taking into account the individuals’ cultural and demographic attributes is crucial for an effective learning environment. This study considers 44 researches that assess users’ e-learning acceptance characteristics in 10 different Middle Eastern countries, where 45 external variables are proposed as predeterminants of Perceived Usefulness (PU) and Perceived Ease of Use (PEOU), both of which are Technology Acceptance Model’s (TAM) belief components. 75 hypotheses are tested 155 times where these external variables are presented to be the antecedents of the belief components. With the help of a region-based literature review; it is aimed to identify the factors causing users’ system acceptance in the Middle East. As a result, an extended TAM is proposed for the Middle East by incorporating the most frequently accepted hypotheses into the original TAM.
dc.description.abstract	E-learning applications can result in various expectations, attitudes and needs based on the users’ geographical regions and cultural roots, therefore, design of e-learning systems by taking into account the individuals’ cultural and demographic attributes is crucial for an effective learning environment. This study considers 44 researches that assess users’ e-learning acceptance characteristics in 10 different Middle Eastern countries, where 45 external variables are proposed as predeterminants of Perceived Usefulness (PU) and Perceived Ease of Use (PEOU), both of which are Technology Acceptance Model’s (TAM) belief components. 75 hypotheses are tested 155 times where these external variables are presented to be the antecedents of the belief components. With the help of a region-based literature review; it is aimed to identify the factors causing users’ system acceptance in the Middle East. As a result, an extended TAM is proposed for the Middle East by incorporating the most frequently accepted hypotheses into the original TAM.
dc.identifier.doi	10.24106/kefdergi.4169
dc.identifier.endpage	1986	en_US
dc.identifier.issn	1300-8811
dc.identifier.issn	2147-9844
dc.identifier.issue	5	en_US
dc.identifier.startpage	1977	en_US
dc.identifier.uri	https://dx.doi.org/10.24106/kefdergi.4169
dc.identifier.uri	https://hdl.handle.net/20.500.12451/7841
dc.identifier.volume	28	en_US
dc.indekslendigikaynak	TR-Dizin
dc.language.iso	en
dc.publisher	Kastamonu Üniversitesi
dc.relation.ispartof	Kastamonu Eğitim Dergisi (Kastamonu Education Journal)
dc.relation.publicationcategory	Makale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	E-learning
dc.subject	Distance Education
dc.subject	Cultural Differences
dc.subject	Technology Acceptance Model
dc.subject	Learning Strategies
dc.subject	E-öğrenme
dc.subject	Uzaktan Eğitim
dc.subject	Kültürel Farklılıklar
dc.subject	Teknoloji Kabul Modeli
dc.subject	Öğrenme Stratejileri
dc.title	Analysis of the studies on e-learning acceptance of learners in the middle east and the proposal of an extended technology acceptance model
dc.title.alternative	Orta Doğu'da öğrenicilerin e-öğrenme kabulü ile ilgili yapılan çalışmaların analizi ve genişletilmiş bir teknoloji kabul modelinin önerilmesi
dc.type	Article